Relationship among Iranian EFL Students’ Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension

Serraj, Samaneh; Noordin, Nooreen

doi:10.5539/elt.v6n5p1

Cited by 50 publications

(46 citation statements)

References 39 publications

(52 reference statements)

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“…Concerning the receptive skills, Serraj & Noordin (2013) found that the relationship between foreign language anxiety and foreign language listening anxiety of the participants are in accordance with each other. Golchi (2012) found that listening anxiety had negative correlation with listening comprehension and female learners were more anxious than male learners.…”

Section: The Impact Of Fl Anxiety On Language Proficiencysupporting

confidence: 61%

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Foreign Language Anxiety in Higher Education: A Practical Framework for Reducing FLA

Alsowat

2016

ESJ

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This study aimed at investigating foreign language anxiety level and the factors affecting the anxiety among Saudi English major students at Taif University and exploring the impact of gender and academic level in this regard. It also examined the relationship between anxiety and language proficiency in the Saudi context. Two questionnaires, a modified version of FLCAS (Horwitz et al., 1986) and IFLAF, were administered to 373 English major students (205 male and 168 female). The results revealed that Saudi English major students had moderate level of anxiety. The highest provoking causes of students' anxiety were worrying about consequences of failing, forgetting things they knew and feeling uneasiness during language tests. The analyses of the variables related to foreign language anxiety revealed a significant negative correlation between language anxiety and language proficiency (grammar, speaking, writing, reading and GPA). Gender did not have a significant impact on foreign language anxiety in the current study. Finally, the academic level of students did not affect the level of anxiety indicating that all students, despite their academic level, suffer from the same level of anxiety. The study suggested an EFL practical Model to reduce the negative effects of anxiety. Suggestions and further research were presented.

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Section: The Impact Of Fl Anxiety On Language Proficiencysupporting

confidence: 61%

“…Yahya, 2013;Chiang, 2012), and listening (e.g. Baran-Lucarz, 2013;Serraj & Noordin, 2013). These studies were conducted in different contexts, and their results showed conflict findings.…”

Section: Introductionmentioning

confidence: 95%

Foreign Language Anxiety in Higher Education: A Practical Framework for Reducing FLA

Alsowat

2016

ESJ

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“…The findings, in addition to giving us insight on the nature of a variable like anxiety, may justify the necessity of further studies. Although some researchers indicated that there is a positive correlation between FLCA and oral English test achievement (Lian & Budin, 2014), FLCA is negatively correlated with reading (Wu, 2011), writing (Tallon, 2014), listening (Serraj & Noordin, 2013), and speaking (Tóth, 2012) skills. Therefore, teachers should familiarize the students with SRLSs and accentuate their positive effects on language skills and notify that by employing SRLSs they can not only enhance their learning but also reduce their level of language anxiety.…”

Section: Resultsmentioning

confidence: 99%

Lowering Foreign Language Anxiety through Self-Regulated Learning Strategy Use

Martirossian¹,

Hartoonian²

2015

ELT

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Foreign language classroom anxiety (FLCA) and self-regulated learning strategies (SRLSs) are important factors that influence language learning process in negative and positive ways respectively. The aim of this study was to explore the relationship between FLCA and SRLSs. To this end, 100 university students majoring in TEFL were selected. For collecting data, Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and Motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990) were used. To analyze the data, Kendall correlation was run. The results revealed that there is a negative relationship between FLCA (communication apprehension, test anxiety, and fear of negative evaluation) and SRLSs (cognitive strategy use and self-regulation).

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“…Although these two concepts were rather investigated separately, there has been a growing interest in exploring the relationship between FL listening anxiety and FL listening comprehension strategy use (Gönen, 2009;Golchi, 2012;Xu, 2013;Serraj & Noordin, 2013;Han, 2014;Moghadam & Ghanizadeh, 2015). Studies in this vein seek to explore the existence of a possible relationship from different perspectives in various EFL contexts.…”

Section: Fl Listening Comprehension Strategies and Fl Listening Anxietymentioning

confidence: 99%

“…In Persian context, researchers (Golchi, 2012;Serraj & Noordin, 2013;Moghadam & Ghanizadeh, 2015) carried out studies in order to explore the relationship between FL listening anxiety level and FL listening comprehension strategy use of learners. These studies found that FL listening anxiety and FL listening comprehension strategy use affected each other.…”

Section: Fl Listening Comprehension Strategies and Fl Listening Anxietymentioning

confidence: 99%

How Do High and Low Anxious FL Listeners Employ FL Listening Comprehension Strategies? Exploring Student Perspectives

Berber¹,

Gönen²

2017

ENAD

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Abstract. There has been a growing body of research on the relationship between foreign language (FL) listening anxiety and FL listening comprehension strategy use; however, how these strategies are employed by learners with different listening anxiety levels is an area open to investigation. Based on such need, this study aimed at exploring FL listening comprehension strategies used by high and low anxious FL listeners in a Turkish EFL context. For this purpose, 15 high anxious and 13 low anxious listeners at a Turkish university kept reflective journals for five weeks and participated in semi-structured interviews. The qualitative data were analyzed according to the steps of Content Analysis. Findings revealed that both high and low anxious students employed various listening strategies, i.e., cognitive and metacognitive strategies, while listening in the target language. However, high and low anxious listeners differed in the ways they implemented some of the specific strategies such as note-taking, translation, directed attention, and real time assessment. The results of the study proposed implications for FL listening comprehension strategy use and strategy training in relation with FL listening anxiety. Keywords: FL listening comprehension, FL listening anxiety, FL listening comprehension strategiesÖz. Yabancı dilde dinleme kaygısı ve yabancı dilde dinleme-anlama stratejileri arasındaki ilişkiyi inceleyen çalışmaların sayısı gün geçtikçe artmaktadır. Ancak; bu stratejilerin, yabancı dilde dinleme kaygı seviyesi yüksek ve düşük olan öğrenciler tarafından nasıl kullanıldığı yeterince araştırılmamış bir konudur. Böyle bir ihtiyaca dayanarak, bu çalışma; yabancı dilde dinleme kaygısı yüksek ve düşük olan Türk öğrencilerin yabancı dilde dinleme-anlama stratejilerini nasıl kullandığını incelemeyi amaçlamaktadır. Bu amaçla, yabancı dilde dinleme kaygı seviyesi yüksek 15 öğrenci ile yabancı dilde dinleme kaygı seviyesi düşük 13 öğrencinin 8 hafta boyunca günlük tutması istenmiştir. Ayrıca, bu öğrenciler sekiz haftanın sonunda yarı yapılandırılmış görüşmelere katılmıştır. Veriler, içerik analizinin adımları takip edilerek analiz edilmiştir. Bulgular, hem yabancı dilde dinleme kaygı seviyesi yüksek hem de yabancı dilde dinleme kaygı seviyesi düşük öğrencilerin bilişsel ve üst bilişsel yabancı dilde dinleme-anlama stratejilerini kullandıklarını göstermiştir. Ancak, bu iki grup öğrenci; not alma, çeviri, yöneltilmiş dikkat ve gerçek zamanlı değerlendirme stratejilerinde kullanım şekli açısından farklılık göstermişlerdir. Bu çalışmanın sonuçları doğrultusunda yabancı dilde dinlediğini anlama strateji eğitimi ile ilgili birtakım önerilerde bulunulmuştur.Anahtar Kelimeler: Yabancı dilde dinleme-anlama, yabancı dilde dinleme kaygısı, yabancı dilde dinleme-anlama stratejileri

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Relationship among Iranian EFL Students’ Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension

Cited by 50 publications

References 39 publications

Foreign Language Anxiety in Higher Education: A Practical Framework for Reducing FLA

Foreign Language Anxiety in Higher Education: A Practical Framework for Reducing FLA

Lowering Foreign Language Anxiety through Self-Regulated Learning Strategy Use

How Do High and Low Anxious FL Listeners Employ FL Listening Comprehension Strategies? Exploring Student Perspectives

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